Cultural Capability Trial for Foundation-Level Educators


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Here’s something new from my He Taunga Waka Colleagues at Ako Aotearoa. They would love you to trial new content they have been writing.

The focus is on working more effectively with your Māori and Pasifika learners.

You’ll need to visit Pathways Awarua to trial the new material and there’s a link to a survey to complete at the end. Your comments will be anonymous.

Please participate. Your comments will help make this work even better. If you already have an account, just log in with that. You’ll see a screen like the one in the image below once you’re underway

Cheers, Graeme

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Kia ora tātou/ Talofa/ Malo e lelei/Kia orana/ Bula vinaka/ Greetings!

We are pleased to announce the launch the Cultural Capability trial for tertiary foundation-level educators!

General information

The purpose of this trial by the Tertiary Education Commission (TEC) is to improve the cultural competencies of educators across the tertiary sector.

The trial is based on cultural values – values will guide any educator to attain a broader understanding of their adult learners. The Māori Cultural Capabilities pathway trial focuses on the key value of ‘ako’, the concept of learning and teaching. The Pasifika Cultural Competencies pathway focuses on ‘values’ that are embedded and practised in cultural and everyday settings of Pasifika people.

What to do?

Firstly, read the attached information. The activities are located on the Pathways Awarua site, and here is the link to get there – https://www.pathwaysawarua. com/

Reminders

  • Read the information sheet first
  • Login by creating a username and password
  • Complete the survey monkeys after each pathway to give feedback
  • This trial will remain open till the 28 February 2018

Thank you for your participation,

The He Taunga Waka team from Ako Aotearoa

Information sheet for Cultural Capability trial 2018

Greetings/kia ora /kia orana/talofalava /malo e lelei /takalofa lahi atu /ni sa bula vinaka!

The purpose of the Cultural Pathways initiative by the Tertiary Education Commission (TEC) is to improve the cultural capability of educators across the tertiary sector. For this trial, the TEC are focussing on Māori and Pasifika cultural capability. This information sheet provides details for about the Cultural Capability trial created by the He Taunga Waka team from Ako Aotearoa.

Tell me more about this Cultural Pathway trial?

The cultural pathways consist of some sample activities which are interactive, for trialists to engage in, and respond accordingly. There are two pathways for trialists to complete; the Māori pathway focuses on ‘ako’ (the concept of learning and teaching); and the Pasifika pathway focuses on ‘values’ that are embedded and practised in cultural settings or instilled in the everyday actions of Pasifika people.

Where are they?

These two pathways and activities can be found on the Pathways Awarua platform, an online site for adult learners seeking to sharpen their literacy and numeracy skills in real-life situations such as driving skills, dealing with money, and health and safety. It is intended that educators (such as tutors, kaiako, lecturers, and training advisors) will be able to access these cultural capability pathways for their professional development too (easy instructions are found below).

How much time will it take?

This trial takes about 45-60 minutes, and there is a short survey to complete at the end of each Pathway.

How do I access the trial?

  1. Click on  https://www.pathwaysawarua.com/   and create a login-username and password.
  2. Click on go
  3. Select a pathway (Māori or Pasifika) on the left of your screen and complete the activities.
  4. Click on the link to a short surveymonkey to complete for that pathway.
  5. Go back and select the other pathway (Māori or Pasifika) and complete the activities.
  6. Click on the link to a short surveymonkey to complete for that pathway.

What happens after the trial?

We assure trialists that your personal details and written responses will be kept confidential and private. Your responses in the surveys will inform the design of further activities on these two cultural pathways. Information gathered in the surveys will be used for educative and research purposes only; and primarily for the benefit of tertiary educators.

We wish to finally thank you for your participation in this trial

The He Taunga Waka team from Ako Aotearoa

 

Under the hood: Fonofale Pasifika


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The Fonofale is a holistic, Pasifika model of health and wellbeing. As with Durie’s Te Whare Tapa Whā it comes from the healthcare sector.

Where does it come from?

The Fonofale Pasifika model was created by Fuimaono Karl Pulotu-Endemann (2009). Pulotu-Endemann is a Samoan-born, New Zealand-based academic and nursing professional.

What’s it for?

As with Te Whare Tapa Whā it’s designed to help you think about health, education or other aspects of life in a more holistic way.

What is it?

It’s a visual representation of Pasifika values and beliefs. We use the Samoan fale or house to describe the important factors of healthy development.

Here are the parts:

  • The foundation. This is the extended family – the foundation for all Pacific Island cultures.
  • The roof. The stands for the cultural values and beliefs that are the family’s shelter for life. This can include traditional as well as western ways of doing things.
  • The Pou (posts). These connect the family to the culture. They also depend on each other. They are
    • Spiritual. This relates to the sense of wellbeing that comes from Christianity or traditional spirituality or a combination of both.
    • Physical. This relates to the wellbeing and physical health of the body.
    • Mental. This relates to the mind including thinking and emotional wellbeing as well as behaviours.
    • Other. This includes other things like gender, sexual orientation, age, social class, employment, and educational status.

The fale is surrounded by a protective layer. This includes:

  • Environment. This relates to the relationships that Pasifika people have to their physical environment. This can be rural or urban.
  • Context. This dimension relates to the “big picture’ for Pasifika including socio-economic or political situations.
  • Time. This relates to the actual or specific time in history that impacts on Pasifika people.

How is it relevant?

It’s relevant because you can use your knowledge of the Fonofale to enhance your teaching. As with Te Whare Tapa Whā, this knowledge is not limited to just working with the people groups it represents.

This approach is also relevant because it will help create a learning environment that is culturally safe for Pasifika learners.

What does it mean for me?

If you identify as Pasifika, the Fonofale is a framework that allows you to talk about how you probably already work with your learners. If you are not Pasifika, the framework allows you to see your learners, particularly your Pacific Island learners in a different way, perhaps closer to how they see themselves.

Here are some questions from the learner’s point of view to help you focus on each part of the Fonofale model:

  • Do I have support from my family to do this course? (Family).
  • Does this course connect with my Pacific cultural values and beliefs? (Culture).
  • Do I have the resources to do this course? (Physical).
  • Do I believe that I can do this course? (Spiritual).
  • Can I cope with the workload? (Mental).
  • Is there anything that’s going to get in the way of my goals here? (Others).
  • Are my surroundings, including home and work, going to help me achieve? (Environment).
  • Can I afford to do this at the moment? (Context and time).

It may not always be possible to always attend to all dimensions of the Fonofale for all of your Pasifika learners. But one big implication is that if you have learners who are struggling, or who are not engaged, then the Fonofale may help you work out where the problem is and how to deal with it.

But one big implication is that if you have learners who are struggling, or who are not engaged, then the Fonofale may help you work out where the problem is and how to deal with it.

Teach better – What is literacy for Pasifika?


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What’s the definition?

Being “literate as Pasifika” means:

Success in participation and access, in culture, in service and advocacy, and in economic terms (p.84).

Where does this definition come from?

Adult and Community Education (ACE) Aotearoa (2014). Pasifika Success As Pasifika: Pasifika Conceptualisations of Literacy for Success in Aotearoa New Zealand. Wellington: Adult and Community Education (ACE) Aotearoa   

What are some key features?

Importance of:

  • Skills in reading and writing in English, and in speaking, reading and writing one’s own Pacific heritage language to a high level.
  • Skills in oral and non-verbal communication.
  • Strength in identity and the knowledge of one’s Pacific cultural heritage. This includes knowledge of and respect for other cultures within Aotearoa New Zealand.
  • Possessing and living out a shared Pasifika values base.
  • Producing and reading cultural designs, patterns, and art forms with understanding.
  • Understanding and using digital technology.

How is this definition relevant to my teaching context?

Many of our learners are Pasifika as well. This is especially true if you live in a big centre like Auckland. Some of our learners might identify as both Māori and Pasifka.

As with our Māori learners, many have experienced repeated failure in the school system. Or at least a failure to progress at school and work in a way that compares with the rest of the population.

You can learn a lot from your Pasifika students if you take the time to get to know them and earn their respect. They really want to succeed and achieve, but as with our Māori learners, the system often seems to be against them when it comes to how they like to learn.

As we’ll see later, there are ways that you can tinker with your teaching to make things better for your Pasifika learners. Not only will it make you a better teacher, they’ll appreciate it.

 

How do I teach better?


theres-a-better-way-to-teachThat’s my question for this year. And hopefully for you as well.

Stay tuned…

New Adult Literacy and Numeracy Standards Released for the New Qualifications


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Well, it’s taken a while… but it’s finally official. Here’s what you need to know:

  • We have a new suite of unit standards for adult literacy and numeracy education.
  • These new standards are for the new qualifications including the New Zealand Certificate in Adult Literacy & Numeracy Education (Vocational/Workplace).
  • The old standards are now expiring, but are still fit for purpose for assessment until 31 December 2018. So there is roughly a two-year transition period.
  • The content for Unit Standard 21204 has been broken up.
  • The new NZCALNE (Voc) will eventually replace the current NCALNE (Voc), just like the current NCALNE (Voc) replaced the original NCALE (Voc).

In terms of the new NZCALNE (Voc), there are four new standards. These are:

  • Unit 29622. Describe adult literacy and numeracy education in Aotearoa New Zealand. 5 credits
  • Unit 2962. Design strategies to embed adult literacy and numeracy in the delivery of a training or education programme. 10 credits
  • Unit 29624. Plan and facilitate embedded adult literacy and numeracy skills development in a training or education programme. 15 credits
  • Unit 2962. Use assessment to strengthen adult literacy and numeracy teaching and learning. 10 credits

A caution:

  • These standards are not the roadmap to delivering the new qualification. But they do provide a clear guide to what content the new NZCALNE (Voc) should assess as part of programme delivery. It will be up to providers to determine what that delivery roadmap should look like.

The good news:

  • As ALEC already has consent to assess the ALNE standards to level 6, we’ll automatically get this consent extended to the new standards.
  • We submitted our course approval documentation to the NZQA months ago for delivery of the new qualification but it’s been in limbo land pending the release of these new standards. This is now underway again on the NZQA side and we’re waiting to hear on its status.
  • I’ve worked on both the new qualification and the new standards as part of the subject expert group. This means any new content will incorporate the best of what ALEC has had to offer to date, as well as our most current thinking and knowledge about embedding literacy and numeracy into training.

The plan:

  • Our plan is to begin delivering the new version of the qualification with the new standards as soon as we can. Hopefully, this will be by the start of the academic year in 2017. This will depend on how much longer the course approval process takes and then how quickly we can move to develop the new content required.
  • We’ll keep you updated here on any progress.

Any questions? Please let me know.

 

 

From the NZQA: Review of Adult Literacy and Numeracy Education unit standards


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NZQA have now officially listed the new standards for the NCALNE (Voc). I’ve pasted in their blurb below. But I’ll do a shorter summary of my own later today. Cheers, Graeme

Adult Literacy and Numeracy Education (ALNE) unit standards

In September 2016, following the review of ALNE unit standards, a new suite of ALNE standards were approved for listing. The new suite of standards is now available in Domain – Adult Literacy and Numeracy Education.

The new ALNE standards will contribute toward the government strategy of developing the literacy and numeracy of adults and improving the quality of teaching within the context of training or education programmes.

The ALNE unit standards were reviewed to support the New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) (Level 5) [Ref: 2754] and the New Zealand Certificate in Adult Literacy and Numeracy Education (Educator) (Level 5) [Ref: 2755]. The standards align with the graduate profile outcomes in content and credit value.

An expert panel, comprised of representation from the tertiary sector (polytechnic, private training establishment and university), the New Zealand Council for Educational Research, an ALNE consultant, and the national moderator, met to review these standards. Changes proposed by the panel were circulated to the wider network for consultation and endorsement.

Main changes

  • Literacy and numeracy teaching and learning are not treated in separate standards. Both literacy and numeracy are covered in all standards.
  • The standards have taken on a more applied approach, taking the theory of ALNE teaching and learning into practice.
  • The credit value of the standards are between 5 – 15 credits. There is no longer a 30 credit standard required for vocational/workplace candidates.
  • In the explanatory notes, reference has been made to the New Zealand ALNE qualifications, to which the new standards have been aligned. These standards are a valid way of achieving the qualifications.

Cross-crediting

Cross-crediting between the ALNE Vocational/Workplace qualification and the Educator qualification is explicit in the areas of knowledge required for ALNE in Aotearoa New Zealand. The standards below may be used for both qualifications:

  • Unit 29622, Describe adult literacy and numeracy education in Aotearoa New Zealand (5 credits)
  • Unit 29625, Use assessment to strengthen adult literacy and numeracy teaching and learning (10 credits).

Other skills and knowledge in the above two areas, required for the specialist adult literacy and numeracy Educator qualification, are reflected in extra standards. A table, showing the relationship between new ALNE standards and NZ ALNE qualifications, is available in the document “List of ALNE stds showing relations.docx” (DOCX, 22KB).

ALNE standards may also be credited towards the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) [Ref: 2993] in areas where the same skills and knowledge are required for these qualifications. Dependent on the programme design for these qualifications, there are potential overlaps in areas of design, facilitation, assessment and evaluation.

Transition period

The replaced ALNE standards are now designated as ‘expiring’. The last date for assessment against these standards is 31 December 2018. This is a transition period to allow time for providers to adjust their programmes and resources to the new standards. For more information on Expired and replaced unit standards go to Outcomes of unit standard reviews page.

Providers who currently have consent to assess ALNE unit standards will have this extended to the new standards automatically.

How Do I Give My Feedback On The New Adult Literacy & Numeracy Education Unit Standards?


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If you are involved in foundation focused tertiary education in New Zealand, we need you to give us your feedback on the new Adult Literacy and Numeracy Education (ALNE) unit standards.

These new unit standards replace US21204 and many other unit standards used for the NCALNE (Voc) and related qualifications.

From my side, I’m biased… Full disclosure: I’m in the working party redesigning these standards. I’m only interested in the standards for the new NZCALNE (Voc) qualification. This is eventually going to replace the existing NCALNE (Voc).

And I’m more interested in the standards for the new NZCALNE (Voc) qualification. This is eventually going to replace the existing NCALNE (Voc).

This is the biggest upgrade to the qualification since it changed from the original NCALE.

I think the new standards are pretty good. But NZQA wants your feedback now. So here are the questions you should be asking yourself:

  • How do I give my feedback on the new standards?
  • What do I like about the new standards?
  • What improvements could we still make?
  • What challenges, if any, will these create for people delivering the training?

Here’s what to do in four simple steps:

1. Read the new standards

  • You can access all of the new standards online from this page.
  • Or you can access the links to the four new standards that that will get used for the 40 credits required in the NZCALNE (Voc) here on my blog.

2. Download the response form

3. Provide your comments and feedback

  • You have to do that yourself… If you think we can make them better please say so.
  • If you think they are OK, then please let NZQA know that as well.

4. Email to NZQA